Research – Page 3 – Chrysalis School

Teachers Need Summer Break Too!

July 16, 2014 By:Alison McNee

Research: Blogger Joshua Block writes about the importance of summer break for teachers, noting that reflection and rejuvenation are critical parts of the profession to escape the mechanization of routine. Teachers use this time to develop new ideas, engage new experiences, work on their professional development, and gather energy for another big year to come.

Practice: Our teachers are big-time adventurers! They’re volunteering, travelling, hiking, climbing, writing, attending workshops, spending time with family, and much much more this summer! Keep reading our staff highlights all summer long to see what they’re up to and what adventures they’ll have to share with your child!

Staff highlights: Maggie Onewein took a trip to Zion National Park, Bryce Canyon National Park, and the Grand Canyon, where she hiked through beautiful orange canyons and biked the rim of the Grand Canyon. Where have your adventures taken you

Confident Learners

May 14, 2014 By:Alison McNee

Research: In his argument about the industrialization of schools, Peter Senge argues against the traditional role of the teacher as the locus of control in the classroom, saying that no one teacher should be able to unilaterally judge a child’s performance, ability, style, or behavior. The teacher-as-manager model places undue weight on quantitative measures of performance, fails to acknowledge the subjective nature of assessment, and can negatively influence a child’s confidence as a learner.

Practice: At Chrysalis we recognize the importance of formulating teaching teams to properly assess a child’s progress. Even in our elementary program students are paired with a variety of teachers who coordinate and communicate with one another to gain insight into the needs and nature of the child. Each teacher sees something different in every student, and putting those pieces together to understand how to best serve their needs is one of the things we do best. We share, strategize, and make adjustments until we get it right.

Eliminating Stress to Promote Learning

May 7, 2014 By:Alison McNee

Research: Neurologist Judy Willis argues the importance of eliminating stress from the school environment to promote learning. Just as the brain needs stimulating input, it also needs rest to be able to process it. Overstimulation can lead to burnout, which engages filters in the brain that limit the flow of information and inhibit learning. Neurologists often subscribe to the saying, “the brain downshifts under stress.” By contrast, the brain works at optimal levels in positive emotional states.

Practice: At Chrysalis we know we need relaxed brains to work with, so we create conditions that allow for it: allowing students to work at their “just right” level of challenge, reducing competition, creating a positive social culture, allowing students a say in their scheduling, and giving them time during their day to process what they’ve learned and prepare for their next task.

Set the Stage and Then Leave It

April 23, 2014 By:Alison McNee

Research: Contrary to popular belief and most school policies, parental involvement in their child’s school life by and large does not improve student achievement. In fact, a study on parental engagement found that higher levels of involvement (including help with homework) often negatively affect achievement. It found that the most important way parents can be involved is by communicating the value of learning to their child. The authors’ best advice to parents is to “set the stage and then leave it.”

Practice: By enrolling your child at Chrysalis you’ve effectively set the stage for your child. We work hard to match your child with the right teachers, ensure they are in a positive environment, and provide the right supports when they need them to ensure their success. It’s all about the journey from dependent to independent learner, which means a more hands-off approach for parents. Parents often ask how they can help support their student and our answer is quite simple: love them unconditionally and be their cheerleader. Teach them all life has to offer beyond academics: show them acceptance, teach them kindness, and model the value of learning.

No Standardized Testing

April 14, 2014 By:Alison McNee

Research: Standardized testing is used in many schools to measure student achievement and determine resource allocation on a large scale. At the individual level, however, numerous concerns abound regarding its validity, as noted by researcher Thomas Haladyna. By placing such importance upon these exams, the focus of teaching becomes teaching to the test rather than student learning. Furthermore, student progress is often glossed over or minimized by scores that are based on arbitrary and often developmentally inappropriate criteria.

Practice: At Chrysalis we don’t need to use state standardized testing to assess student learning. The value of small group and individualized instruction is that we can constantly gauge what our students know by assessing them in a variety of ways to determine the breadth and depth of their knowledge. While we will prepare students for the SAT and college by introducing test-taking strategies, we refuse to tie their success to a single number.

Individual Playlists

March 26, 2014 By:Alison McNee

Research: Teacher and blogger Matt Levinson writes about the potential the Internet holds for engaging student learning. He argues that educators should capture students’ natural fascination with technology to use it to our advantage, creating individual “playlists” of learning resources for every student. Beyond that, it’s just as important to teach students the responsibility that comes with so much information, learning which resources to trust and how to use them.

Practice: Our teachers are not restricted to the methods or materials they use to obtain their class goals. Chrysalis teachers are encouraged to be creative and resourceful in creating their classes and choosing course content. Furthermore, students are encouraged to be part of the process so that their coursework reflects their interests. You’ll see our students using a variety of resources to support their learning, from smart phones and ipads to online textbooks and videogames.

The Negative Effects of too Much Homework

March 19, 2014 By:Alison McNee

Research: Two new studies on homework pose concerns about schools’ misuse of the practice. The first study surveyed teachers across the nation and concluded that high school students are assigned an average of 3.5 hours of homework per night. The second uncovers the ramifications this practice, finding that these heavy loads take an emotional toll on both students and their families. The faulty assumption that heavy homework loads lead to success encourages tensions between parents and their children, increases stress, leads to sleep deprivation, and discourages other developmentally appropriate life lessons.

Practice: At Chrysalis we recognize that time spent outside of school is extremely valuable in the development of a child. It’s important that children nurture their relationships, explore their interests, and engage their passions outside of school. Out of respect for this time, the amount of homework we assign a student is directly related to their individual learning goals. Furthermore, we view homework as a measure of a student’s independence. While Chrysalis parents may need to help create a space or time for homework to be completed, they are dissuaded from active participation in the homework process.

Teachable Moments

March 14, 2014 By:Alison McNee

Research: Eric Jensen argues that self-regulation is the number one executive function skill that kids need to be successful in school. Also termed grit, resilience, or perseverance, Jensen cites numerous studies that relate this skill to academic performance and educational achievement. Students who can regulate their emotions and behavior are simply more likely to succeed in school and in life.

Practice: Self-regulation can be taught by slowing down to consider student attitudes and choices in given circumstances. At Chrysalis we engage students in direct, honest conversations about their behavior–where it might be appropriate, where it might not, and how to make that decision. We look for teachable moments where we see students struggling with self-regulation and use that opportunity to drive lessons around behavior and promote positive interactions. We allow students the opportunity to fail and get back up in a caring environment where everyone makes mistakes and learns from them.

Teacher’s Passion and Experience

March 12, 2014 By:Alison McNee

Research: Effective teachers are passionate about their subject area, but also other areas of their lives. A recent post from the Center for Teaching Quality, entitled “How Being Punk Rock Makes Me a Better Teacher,” demonstrates just that. Teachers who can share their passions and experiences with their students can have a tremendous impact on students both personally and academically, teaching valuable life lessons along the way.

Practice: Our teachers are encouraged to be who they are and share their passions with our community. Our teachers are mountaineers, artists, musicians, writers, actors, athletes, cross-fit trainers, animal lovers, and much much more! Their passions are a vital part of how we match students to teachers, with the hope of sparking productive learning partnerships.

How to Learn

February 26, 2014 By:Chrysalis School

Research: Journalist Katrina Schwartz recently posed the question, “What would be a radically different vision of school?” She notes that with the growth of technology people will be expected to manage massive amounts of information since everything is at their fingertips. In such an age she suggests that the most important thing students should taught is how to learn as opposed to what to learn, “especially since the content or specific skills needed in the future are as yet unknown.”

Practice: Our teachers are skilled at discerning a student’s learning style to both teach to it and about it. Understanding one’s learning style is empowering–it informs how you take in information and expands the ways you can express what you know. These days it’s important to know where to access information, how to determine its validity, and be able to think critically and creatively about it.

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